A trial in which trainee teachers who were being taught to identify pupils with potential learning difficulties had their work'marked' by artificial intelligence has found the approach significantly improved their reasoning. It suggests that artificial intelligence (AI) could enhance teachers' "diagnostic reasoning": the ability to collect and assess evidence about a pupil, and draw appropriate conclusions so they can be given tailored support. During the trial, trainees were asked to assess six fictionalised "simulated" pupils with potential learning difficulties. They were given examples of their schoolwork, as well as other information such as behaviour records and transcriptions of conversations with parents. They then had to decide whether or not each pupil had learning difficulties such as dyslexia or Attention Deficit Hyperactivity Disorder (ADHD), and explain their reasoning.

A large body of research demonstrates how teachers' questioning strategies can improve student learning outcomes. However, developing new scenarios is challenging because of the lack of training data for a specific scenario and the costs associated with labeling. This paper presents a high-fidelity, AI-based classroom simulator to help teachers rehearse research-based mathematical questioning skills. Using a human-in-the-loop approach, we collected a high-quality training dataset for a mathematical questioning scenario. Using recent advances in uncertainty quantification, we evaluated our conversational agent for usability and analyzed the practicality of incorporating a human-in-the-loop approach for data collection and system evaluation for a mathematical questioning scenario.

They were also discussed in 2015 in the Computing at School (CAS) framework and guide for teachers to enable teachers in the U.K. to incorporate computational thinking into their teaching work.10 CSTA/ISTE and CAS also provide pedagogical approaches to embed these capabilities across the curriculum in elementary and secondary classes. For example, CSTA/ISTE describes how the nine core computational thinking concepts and capabilities could be practiced in science classrooms by collecting and analyzing data from experiments (data collection and data analysis) and summarizing that data (data representation). Computational thinking is often mistakenly equated with using computer technology. Algorithms are central to both computer science and computational thinking.